03/09/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Caitlin Tenney “From some to all: An Improvement Science Approach to Strengthening Teacher Self-Efficacy in Full Inclusion Secondary Science Classrooms."

Candidate: Caitlin Tenney
Degree: Doctoral- Ed.D. Leadership in Schooling, STEM
Defense Date: March 20, 2026
Time: 10:30 a.m.
Location: Via Zoom
Thesis/Dissertation Title: From some to all: An Improvement Science Approach to Strengthening Teacher Self-Efficacy in Full Inclusion Secondary Science Classrooms

Dissertation Committee

  • Chair: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Amie Milkowski, Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Jayson Ramalho, Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell

Abstract
In secondary schools, science courses are rarely co-taught with special education support, leaving general education science teachers primarily responsible for meeting the needs of students with disabilities (SWD). National reporting indicates that many teachers feel underprepared for inclusive instruction, underscoring the need for sustained, high-quality professional development (PD). This Dissertation-in-Practice examined how curriculum connected PD grounded in Universal Design for Learning (UDL), protected collaboration time, and access to inclusive instructional resources influenced secondary science teachers’ confidence in full-inclusion classrooms. The problem of practice (PoP) centered on persistent inequities affecting SWD in required secondary science courses, in which teachers reported limited confidence in meeting students' learning needs. Using a three-manuscript mixed-methods design, data sources included teacher efficacy surveys, weekly reflection surveys, curriculum-focused PD centered on lesson and assessment revision, semi-structured interviews, and collaborative discussions. Findings indicated that teacher confidence increased when PD was directly aligned to curriculum materials, supported classroom implementation, and provided structured opportunities for collaboration and shared access to inclusive lessons. Teachers described a shift from reactive accommodations toward proactive instructional design for diverse learners. While individual teacher growth was evident, sustained improvement depended on school-level conditions, including protected planning and collaboration time, curriculum-connected PD, consistent access to inclusive resources, and ongoing leadership support.
Keywords: Secondary Science Education; Students with Disabilities (SWD); Teacher Self-Efficacy; Professional Development (PD); Universal Design for Learning (UDL)